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Updated: Apr 23, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Do comprehensive schools reduce social mobility?

Vikki Boliver1, Adam Swift

  • 1School of Science, Society and Management, Bath Spa University, UK. v.boliver@bathspa.ac.uk

The British Journal of Sociology
|March 3, 2011
PubMed
Summary
This summary is machine-generated.

The shift to comprehensive schools in Great Britain did not negatively impact social mobility. Comprehensive schools offered similar social and income mobility opportunities compared to the selective school system they replaced.

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Area of Science:

  • Sociology
  • Education Policy
  • Social Mobility Research

Background:

  • The transition from selective to comprehensive schooling in Great Britain has been debated regarding its impact on social mobility.
  • Previous analyses often focused narrowly on upward mobility for specific groups, overlooking broader effects.

Purpose of the Study:

  • To investigate the effect of the school system shift on social mobility (class and income) in Great Britain.
  • To provide a comprehensive analysis of school system impacts on all children, not just those from disadvantaged backgrounds.
  • To compare comprehensive and selective school systems, including all school types within the selective system.

Main Methods:

  • Utilized data from the National Child Development Study.
  • Employed matching techniques to differentiate between child-specific and school-specific effects on mobility.
  • Compared mobility chances across different school types (grammar, secondary modern, comprehensive) and origins.

Main Results:

  • Grammar schools did not increase upward mobility likelihood for low-origin children but facilitated greater movement if mobility occurred.
  • Grammar schools offered limited income mobility advantages to lower-income children, with no significant class mobility advantage over service-class children.
  • The selective system as a whole provided no overall mobility advantage; grammar school benefits were offset by secondary modern school disadvantages.

Conclusions:

  • Comprehensive schools provided comparable social and income mobility outcomes to the selective systems they replaced.
  • The school system structure itself, rather than selection, appears to be a key factor in social mobility.
  • Findings challenge the notion that selective schooling inherently enhances social mobility for all students.